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Relational Learning and Teaching with BME Students in Social Work Education

Published online by Cambridge University Press:  07 October 2021

Jean Dillon  and
Diana J Pritchard
Jean Dillon
Affiliation:
School of Society, Comunity and Health, University of Bedfordshire, Luton, UK E-mail: [email protected]
Diana J Pritchard*
Affiliation:
Centre for Learning Excellence, University of Bedfordshire, Luton, UK E-mail: [email protected]
*
E-mail: [email protected]
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Abstract

Given the imperative to redress the education inequalities between Black, Asian and Minority Ethnic (BAME) and White students, this contribution explores advances and challenges from within Social Work education (SWE) in relation to the experiences of Black social work students. Drawing on critical race theories and the concept of racial battle fatigue, it explores the impacts of race and racism on students’ academic experience and wellbeing. It proposes the significance of relational wellbeing which has been a constant strand within Social Work education and comprises a valuable approach to the decolonisation process within higher education (HE). Linking this to critical pedagogy, it highlights the role of staff to build safety, confidence and trust to support students to overcome prior education experiences of under-attainment, disadvantage and social marginalisation. Despite the pervasiveness of managerialism within HE, which compromises the teacher-student relationship and emphasises measured changes in student ‘outcomes’, Social Work educators are invited to nurture safe and transformational learning environments.

Keywords

Social work educationBME studentscritical pedagogyrelational pedagogical approaches
Type
Article
Information
Social Policy and Society , Volume 21 , Issue 1: Themed Issue: ’Race’, Learning and Teaching in Social Policy , January 2022 , pp. 93 - 105
Copyright
© The Author(s), 2021. Published by Cambridge University Press

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